Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non-Science Major Undergraduates

Autor/inn/en	Chrispeels, Hanya E.; Chapman, Jordan M.; Gibson, Carole L.; Muday, Gloria K.
Titel	Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non-Science Major Undergraduates
Quelle	In: CBE - Life Sciences Education, 18 (2019) 2, Artikel 14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.18-08-0169
Schlagwörter	Peer Teaching; Nonmajors; Undergraduate Students; Student Attitudes; Agriculture; Biology; College Science; Cross Age Teaching; High School Students; Service Learning; Genetics; Attitude Change; Instructional Effectiveness; Science Instruction; Knowledge Level + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Schülerverhalten; Landwirtschaft; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Service-Learning; Humangenetik; Attitudinal change; Einstellungsänderung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis
Abstract	We analyzed effects of peer teaching on non-science major undergraduates' knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates' opinions shifted to favor the use of GM organisms (GMOs) in agriculture after SLP participation, rising from 46 to 97%. Perceptions about risks and benefits of GMOs also shifted from 43% stating that GMOs are harmful or suspect to no students describing GMOs in that way. Knowledge about GMOs became more accurate after SLP participation. There were significant correlations between students who had negative perceptions of GMOs and negative opinions or inaccurate knowledge about them. Students recognized the effect of peer teaching on their knowledge and perceptions, identifying the repeated peer teaching as an important factor in knowledge gain. Our results suggest students developed an informed opinion about the use of GMOs through first learning the science of genetic engineering and then teaching this information to younger students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01